인간은 자연을 이루는 다양한 생태환경 중 한 구성요소이다. 동시에 인간은 자신을 둘러싼 자연환경과 자연환경의 변화와 개발로 형성한 인위환경에 영향을 받고 있는 주체적?객체적 존재이다. 따라서 인간은 자연의 구성원으로서 자연의 법칙에 순응하는 삶의 방식을 따르는 경우에는 수용적이며 주체적 입장이라 할 수 있는 반면, 인간의 수요와 목적에 부합하도록 자연의 모습이나 기능을 변화시키는 경우는 적극적이되 오히려 훼손된 자연의 부산물에 지배를 받는 객체적 존재가 되는 것이다.
Humans are influenced by natural surroundings or artificial surroundings made through development or changes in natural surroundings. Sometimes they take a subjective attitude, adapting to the law of nature, regarding themselves as part of nature. Other times they take an objective attitude, being positive in attempts to cause changes to nature to meet their requirements or objectives, but subjected to the results of such changes. It is necessary to develop an educational program concerning interaction between humans and nature as part of the effort to enhance the quality of life through coexistence and inter-supplementary relations with nature. It is thought that holistic education is a good way to help children interact with nature, as it has the philosophical, psychological and social background that puts stress on the inner consciousness of humans and the relation between Mother Nature and life. The purpose of this study is to provide educational contents that can enables children to have a first-experience to harmonize, sympathize and familiarizing with nature through application of methods of fine arts/ecological education based on holistic approaches. Opportunities for children's first-hand experiences of nature and the ecological system and activities designed to help them express what they have felt and experience in images have a lot in common with holistic educational approaches. And they have something to do with the suggestions for first-hand esthetic experiences and the organic relations between them and actual expressions contained in the 7th fine arts curriculum for elementary schools. It has been found through the study that the adoption of the holistic approach helps children feel familiar with the ecological environment, such as forests or ponds, built within or near their schools, feel interested in observing wild life and develop the ability to communicate with wild life.